scholarly journals Expectation Congruency and Psychosocial Support in Formal Agriculture Teacher Mentoring Relationships

2016 ◽  
Vol 57 (4) ◽  
pp. 68-85
Author(s):  
John Tummons ◽  
Tracy Kitchel ◽  
Bryan Garton
Keyword(s):  
Psychosocial Support ◽  
Mentoring Relationships ◽  
Teacher Mentoring ◽  
Agriculture Teacher

Social Implications of E-Mentoring

2009 ◽  
pp. 1617-1629
Author(s):  
Veronica M. Godshalk
Keyword(s):  
Psychosocial Support ◽  
Computer Mediated Communication ◽  
Personal Characteristics ◽  
Social Implications ◽  
Mentoring Relationships ◽  
Future Research ◽  
Online Mentoring ◽  
Mediated Communication ◽  
Virtual Mentoring ◽  
Computer Mediated

E-mentoring, also known as online mentoring or virtual mentoring, is changing the way that traditional mentor and protégé dyad members interact with each other. Mentoring has been widely known for its ability to enhance the career development, and to provide psychosocial support, for more junior organizational members. Through the use of computer-mediated communication technology, e-mentoring may allow individuals to bridge geographic and time differences. However, there is still much we do not know about e-mentoring and its social effects. This chapter focuses on whether or not computer-mediated communication (CMC) technology will allow for true mentoring relationships to develop, as well as what personal characteristics may be necessary to grow these virtual relationships. A model and proposition for future research are offered.

The impact of effort-oriented epistemological beliefs on mentoring support

2015 ◽  
Vol 27 (5) ◽  
pp. 345-365 ◽  
Author(s):  
Frankie J. Weinberg ◽  
Jay P. Mulki ◽  
Melenie J. Lankau
Keyword(s):  
Learning Process ◽  
Latent Variables ◽  
Structural Equation ◽  
Psychosocial Support ◽  
Measurement Instrument ◽  
Mentoring Relationships ◽  
Critical Element ◽  
Content Type ◽  
The Impact ◽  
The Relationship

Purpose – The purpose of this paper is to examine the role of mentor beliefs about effort related to the knowledge and learning process on their extent of mentoring at work, and to determine the role that the mentor’s perception of psychological safety plays in tempering this relationship. Design/methodology/approach – This study was conducted at an 820-member organization maintenance and operations organization consisting of a number of professions in which apprenticeship-style learning is prevalent. Data collection resulted in 570 members self-identifying as having mentored a less experienced colleague. Confirmatory factor analysis was used to confirm that the measurement instrument represents one unified factor, and a structural equation modelling approach was used to assess the relationships among the study’s latent variables. Findings – Results reveal that mentors who hold sophisticated effort-oriented beliefs are more likely to offer psychosocial support to their protégés. Further, although the relationship between effort-oriented beliefs and vocational support is not significant, the mentor’s perception of a psychologically safe work environment significantly moderates both sets of relationships. Research limitations/implications – As approximately 88 per cent of respondents work in service, as opposed to administrative groups, caution should be exercised in generalizing this study’s findings to the general workforce population. Further, the present study did not differentiate mentors who identified a current or previous subordinate as their protégé from those whose protégés were not a subordinate, nor did the authors differentiate formal from informal mentoring relationships. Thus, further investigation is needed to determine whether our hypothesized relationships differ in any unique manifestations of mentoring relationships at work. Practical implications – By providing a better understanding of the relationship between effort-oriented beliefs and mentoring at work, this study may help in the design of more effective mentoring relationships and ultimately enhance knowledge management and workplace learning. Originality/value – There is no previous research that investigates how one’s cognitions about the effort associated with the knowledge and learning process, in particular, influence mentoring at work. This study provides a model for understanding and developing enhanced mentoring relationships, which are considered a critical element of organizational learning.

Mentoring relationships between doctoral students and postdocs in the lab sciences

2020 ◽  
Vol 11 (3) ◽  
pp. 263-279
Author(s):  
Jennifer M. Blaney ◽  
Jina Kang ◽  
Annie M. Wofford ◽  
David F. Feldon
Keyword(s):  
Doctoral Students ◽  
Psychosocial Support ◽  
Phenomenological Approach ◽  
Mentoring Relationships ◽  
Content Type ◽  
Sequential Mixed Methods ◽  
Hands On ◽  
And Mathematics ◽  
Student Socialization ◽  
The Impact

Purpose This study aims to examine how science, technology, engineering, and mathematics doctoral students interact with postdocs within the research laboratory, identifying the nature and potential impacts of student–postdoc mentoring relationships. Design/methodology/approach Using a sample of 53 doctoral students in the biological sciences, this study uses a sequential mixed-methods design. More specifically, a phenomenological approach enabled the authors to identify how doctoral students make meaning of their interactions with postdocs and other research staff. Descriptive statistics are used to examine how emergent themes might differ as a product of gender and race/ethnicity and the extent to which emergent themes may relate to key doctoral student socialization outcomes. Findings This study reveals six emergent themes, which primarily focus on how doctoral students receive instrumental and psychosocial support from postdocs in their labs. The most frequent emergent theme captures the unique ways in which postdocs provide ongoing, hands-on support and troubleshooting at the lab bench. When examining how this theme plays a role in socialization outcomes, the results suggest that doctoral students who described this type of support from postdocs had more positive mental health outcomes than those who did not describe this type of hands-on support. Originality/value Literature on graduate student mentorship has focused primarily on the impact of advisors, despite recent empirical evidence of a “cascading mentorship” model, in which senior students and staff also play a key mentoring role. This study provides new insights into the unique mentoring role of postdocs, focusing on the nature and potential impacts of student–postdoc interactions.

Social Implications of E-Mentoring

2011 ◽  
pp. 15-27 ◽  
Author(s):  
V. Godshalk
Keyword(s):  
Psychosocial Support ◽  
Computer Mediated Communication ◽  
Personal Characteristics ◽  
Social Implications ◽  
Mentoring Relationships ◽  
Future Research ◽  
Online Mentoring ◽  
Mediated Communication ◽  
Virtual Mentoring ◽  
Computer Mediated

E-mentoring, also known as online mentoring or virtual mentoring, is changing the way that traditional mentor and protégé dyad members interact with each other. Mentoring has been widely known for its ability to enhance the career development, and to provide psychosocial support, for more junior organizational members. Through the use of computer-mediated communication technology, e-mentoring may allow individuals to bridge geographic and time differences. However, there is still much we do not know about e-mentoring and its social effects. This chapter focuses on whether or not computer-mediated communication (CMC) technology will allow for true mentoring relationships to develop, as well as what personal characteristics may be necessary to grow these virtual relationships. A model and proposition for future research are offered.

Formal Mentoring Programs: A Mentor-Centric and Longitudinal Analysis

2010 ◽  
Vol 37 (6) ◽  
pp. 1527-1557 ◽  
Author(s):  
Frankie J. Weinberg ◽  
Melenie J. Lankau
Keyword(s):  
Psychosocial Support ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Future Research ◽  
Negative Effects ◽  
Formal Mentoring ◽  
Informal Mentoring ◽  
Program Satisfaction ◽  
Formal Mentoring Programs ◽  
Longitudinal Examination

Formal mentoring programs are becoming more popular as organizations attempt to reap the benefits that have long been associated with informal mentoring. The present study adds to the small number of mentor-centric studies and offers a unique longitudinal examination of formal mentoring programs. Findings suggest that as formal mentoring relationships develop over time, mentors begin to use their time more efficiently and the negative effects of cross-gender differences dissipate. Furthermore, whereas mentor reports of psychosocial support and role modeling appear to relate to mentor program satisfaction and protégé reports of mentor effectiveness, reports of vocational support appear to have no impact on these variables. Study limitations are discussed, and implications for future research and for practice are suggested.

scholarly journals Analyses of Mentoring Expectations, Activities, and Support in Canadian Academic Libraries

2014 ◽  
Vol 75 (6) ◽  
pp. 763-790 ◽  
Author(s):  
Marni R. Harrington ◽  
Elizabeth Marshall
Keyword(s):  
Academic Libraries ◽  
Career Guidance ◽  
Psychosocial Support ◽  
Academic Library ◽  
Academic Librarians ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Mentoring Program ◽  
University Libraries ◽  
College And University

Mentoring expectations, activities, and support in Canadian college and university libraries were investigated by surveying 332 recent MLIS graduates, practicing academic librarians, and library administrators. Findings indicate that the presence of a mentoring program will help attract new librarians, retain them, and aid in restructuring efforts that are currently facing many academic libraries. Preferred mentoring activities include those belonging to psychosocial support, career guidance, and role modeling themes. Other results find that librarians who were mentored as new librarians, have more than 10 years of experience, and work in large academic institutions are significantly more likely to mentor others. Although currently not well-supported by academic administrators, this research shows that mentoring programs could be sustainable. Mentoring improves the professional experience for librarians who are more satisfied and engaged with their careers, which in turn benefits the organization with less turnover. Practical information from this research will guide academic library practitioners in current mentoring relationships, and library leaders can extrapolate results to support planning and implementation of mentoring programs. Implications for LIS education are also discussed.

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